Periods 5, 6 and 7: For the next few weeks, we will be working with our incredible Teaching Artist, Taryn Matusik, every Friday. Because we want to make the most of our time with her, we will not be doing Independent Reading in class on Fridays. You still need to bring your reading log to class to get your stamp, and then over the weekend you will need to read to make up for Friday. Therefore, reading logs will be due on Monday for the next three weeks. You are still responsible for fifty pages, five responses, and five stamps each week.
Periods 1 and 2 will still complete the program, but because Taryn isn't available in the mornings, they should come to Drama Club after school on Friday to get to work with her!
Monday
Period 1:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Homework: Complete your monologue by Thursday.
Periods 5 and 7:
Reading Logs Due
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Periods 2 and 6:
Reading Logs Due
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and Integration vs. Segregation.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6? Period 6 only: Read p. 105.
Periods 5 and 7:
Reading Logs Due
Classwork:
Author's Toolbox: Point of View
Definition: A narrator's perspective about a subject that affects their tone.
Example: From a teacher's point of view: "That lazy student didn't bother to do his homework." From a student's point of view: "I was up all night taking care of my baby sister, and I had four other assignments, and I just didn't have time for everything."
Read "The Nymph's Reply to the Shepherd" (second page)
Homework: Write 1/2 page comparing "The Passionate Shepherd to His Love" and "The Nymph's Reply." Who do you think has the "correct" point of view? Why? Is there a "correct" view?
Periods 2 and 6:
Reading Logs Due
Classwork: Read Malcolm X, Chapter 6, pages 97, 105, and 107-110. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and Integration vs. Segregation.
Homework: Write 1/2 page: how do two central ideas (you can use S.O. and R.I. but you can choose others as well, such as integration vs. separation or solidarity) build off of one another in Chapter 6? Period 6 only: Read p. 105.
Tuesday
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea
Definition: A main theme or idea in a text.
Example: In “Cora, Unashamed,” and “Ain’t I a Woman,” both authors developed a central idea of women’s rights in an unjust world. Hughes showed Cora speaking out but nobody listening, showing a pessimistic point of view, whereas Truth’s speech had a triumphant tone, showing an optimistic point of view.
Periods 1, 5 and 7:
Classwork: Author's Toolbox: Central Idea
Definition: A main theme or idea in a text.
Example: In “Cora, Unashamed,” and “Ain’t I a Woman,” both authors developed a central idea of women’s rights in an unjust world. Hughes showed Cora speaking out but nobody listening, showing a pessimistic point of view, whereas Truth’s speech had a triumphant tone, showing an optimistic point of view.
Identify shared central ideas in "The Passionate Shepherd to his Love" and "The Nymph's Reply to the Shepherd." Some examples are the relationship between humans and nature, and the true nature of love. Take double entry notes on these central ideas in both poems.
Prepare for tomorrow's final exam for the marking period: it will be on these two poems, and doing the homework will REALLY help prepare you for the exam. You will have copies of the poems to refer to, and you will be writing one formal, multi-paragraph essay.
Homework: Write 1/2 page: How do the authors develop a shared central idea in the two poems? What is each poem’s point of view about the central idea? How is this point of view revealed in the text? (This will be on your exam tomorrow!)
Periods 2 and 6:
Classwork: Read Malcolm X, Chapter 7, pages 114-120. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and/or Integration vs. Segregation
Homework: Study for your exam! You may put BLANK post-it notes on pages in Malcolm X that have useful quotes.
Classwork: Read Malcolm X, Chapter 7, pages 114-120. Take double entry notes on central ideas of Systemic Oppression, Racial Identity, Dehumanization, and/or Integration vs. Segregation
Homework: Study for your exam! You may put BLANK post-it notes on pages in Malcolm X that have useful quotes.
Wednesday
Periods 1, 5 and 7:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to compare the shared central ideas of "From the Passionate Shepherd to His Love" and "The Nymph's Reply" in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 2 and 6:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to connect two central ideas from Malcolm X in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 1, 5 and 7:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to compare the shared central ideas of "From the Passionate Shepherd to His Love" and "The Nymph's Reply" in a formal, multi-paragraph essay.
Homework: Independent Reading
Periods 2 and 6:
Classwork: Marking Period 1 Final Exam! You will have the entire class period to complete the exam. You will be asked to connect two central ideas from Malcolm X in a formal, multi-paragraph essay.
Homework: Independent Reading
Thursday
Periods 1, 5, 6 and 7:
Stage Door Program:
Drafts of monologues are due.
Classwork: Read your monologue to a partner. They will evaluate it and give you warm and cool feedback.
Homework: Revise your monologue for tomorrow's class with Taryn
Period 2:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Periods 1, 5, 6 and 7:
Stage Door Program:
Drafts of monologues are due.
Classwork: Read your monologue to a partner. They will evaluate it and give you warm and cool feedback.
Homework: Revise your monologue for tomorrow's class with Taryn
Period 2:
Stage Door Program:
Classwork: Decide whether you agree or disagree with the following statements:
1. I judge others on the basis of appearance.
2. I am judged by others on the basis of my appearance.
3. I would rather be popular with others than be true to myself.
4. I believe that I can change the world with my actions.
Choose the statement that is the most interesting to you, and write a monologue about a time when something related to it happened to you. Be specific! (You can make up parts of the story if you can't remember every detail.)
Homework: Complete your monologue.
Friday
Periods 1 and 2:
Reading Logs Due
Classwork: Present your monologues to the class. Classmates will write down one or two lines that stand out from your monologue.
Homework: Using the lines that your classmates (or you) identified from your monologue as a starting point or chorus, create a song (no, you won't have to sing if you don't want!) that could accompany your monologue.
Periods 5, 6 and 7:
Stage Door Program with Taryn
Periods 1 and 2:
Reading Logs Due
Classwork: Present your monologues to the class. Classmates will write down one or two lines that stand out from your monologue.
Homework: Using the lines that your classmates (or you) identified from your monologue as a starting point or chorus, create a song (no, you won't have to sing if you don't want!) that could accompany your monologue.
Periods 5, 6 and 7:
Stage Door Program with Taryn
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